This course focuses on classrooms serving students from diverse racial, ethnic and linguistic backgrounds. Students consider how teaching and learning in urban and diverse schools, and community-based organizations has been studied, written about, and represented in the media, as well as the implications of this work for transforming teaching and learning in diverse learning contexts and the preparation of teachers to teach in diverse schools and community-based classrooms. Students also explore teaching and learning as it occurs in urban settings through a service-learning component. Students partner with the Boys and Girls Club of the Peninsula, and the Mural, Music and Arts Project of East Palo Alto. Students are required to complete six visits with their community partner and submit written reflections connecting their service experiences with the topics raised in the course. As a final project, students worked in teams to develop a resource file, a curriculum, or a multi-media project that responded to the needs of learners in their community settings.
AFRICAAM 106 | CSRE 103B | EDUC 103B, EDUC 337
Dr. Arnetha Ball | Spring Quarter
What was the CEL component?
As part of the course, students deepend their learning through community placements with two youth-serving organizations: the Boys and Girls Club, and the Mural, Music & Arts Project. The two community partners provided a number of placement options for students to choose from. Click below to learn more about the available options:
As the final project of the course, students developed a resource for their community partner. One student team produced a brochure to guide middle and high school students through the college application process. Click below to see their handbook:
What students say about this CEL class
"Working with predominantly English Language Learners reaffirmed the importance of valuing diverse voices in the classroom."
"The readings gave me new instructional tools to help the students learn what I was trying to teach."
"I was able to see first hand how students were talking and thinking about gentrification on their own terms."